Study On Presentation And Implementation Strategy About Chinese Comprehensive Learning In Junior Middle School

With the promulgation and implementation of National Plan Program for Mid-long-term Educational Development and Reform and further implementation of new curriculum standards in common Junior High School, comprehensive learning, as a new educational idea in the new situation, has significant theoretical guidance and practical value.However, when we look at the comprehensive learning at basic education stage, there is still considerable weakness and many disadvantages in daily educational and teaching activities.This paper, based on the author's several years teaching experience and relevant policies, attempts to conduct a survey on the presentation of Chinese comprehensive learning for instance of Zhuzhou NO.19 Middle School. At the same time, this paper aims to analyze the internal phenomena and problems, and put forward solutions as well as implementation strategies to guide the following practice.Here are the abstract of each part of the thesis: Part One is mainly to discuss the necessity and probability of Comprehensive Learning of Chinese Language conducted in common junior middle schools with the Chinese education reform. Meanwhile, based on the current development both in and outside China, it aims to make a macro-level assessment of the Comprehensive Learning of Chinese Language in school education.On the basis of foundational evaluation, the theoretical basis of Comprehensive Learning of Chinese Language is explored through two-dimensional perspectives to make a full demonstration for this research issue. The definitions, for both the connotation and its extension of Comprehensive Learning of Chinese Language, are made upon relevant research. At the same time, Part One also tries to build a connection between other forms of subject and ways of study, compare their difference and similarities, thus form an analysis.Part Two, on the premise of previous research, is mainly to deal with specific contents of Comprehensive Learning of Chinese Language. Such contents include the objectives, characteristics, basic types, and resource exploitation of Comprehensive Learning of Chinese Language in Junior High. This part also tries to reveal what is behind the current condition of Comprehensive Learning of Chinese Language, based on the case of No.19 Middle School.Part Three mainly deals with the stages of activities and evaluation system of Comprehensive Learning of Chinese Language. It combines theory and practice in education, brings forward practical strategies for No.19 Middle School. Its meaning and value lies in its constructional research for the teaching activities of No.19 Middle School.In the end, the conclusion is made after summarizing whole text.